Within the scope of teachers'21st century skills an examination of the relationship between self-efficacy in online assesment and evaluation and technological pedagogical content knowledge (Tpack)

This study was carried out to determine whether there is a difference in today's teachers' technological pedagogical content knowledge (TPACK) competencies and self-efficacy levels towards online assessment and evaluation within the scope of 21st century skills according to various variables and to examine the relationship between technological pedagogical content knowledge competencies and self-efficacy levels towards online assessment and evaluation within the scope of 21st century skills. The sample of the study consists of 337 secondary and high school teachers working in 25 schools affiliated to the Ministry of National Education in Kocaeli province in the 2022-2023 academic year. The study was conducted with descriptive and relational research design using quantitative research methods. In the study, 'Technological Pedagogical Content Knowledge Scale within the Scope of 21st Century Skills (TPACK-21)' adapted into Turkish by Alpaslan et al. (2021) to measure technological pedagogical content knowledge competencies within the scope of 21st century skills, 'Self-Efficacy Scale for Online Measurement and Evaluation (SESME)' developed by Koç et al. (2022) to measure self-efficacy levels for online measurement and evaluation and personal information form prepared by the researcher were used as data collection tools. When the relationship between TPACK-21 and total scores of teachers who contributed to the study was examined, it was found that there was a positive, moderately significant relationship. In addition, TPACK-21 and total scores of teachers were analysed according to gender, age, grade level, field, professional experience and daily technology usage time variables. It was determined that TPACK competencies of teachers within the scope of 21st century skills differed according to gender, level, field and daily technology usage time variables, while there was no differentiation according to age and professional experience variables. When self-efficacy levels for online measurement and evaluation were examined, it was concluded that there was no differentiation according to gender, level and daily technology usage time variables, while there was a difference according to age, field and professional experience variables.